Thinking Thursday No other continent has endured such

Thinking Thursday No other continent has endured such an unspeakably bizarre combination of foreign thievery and foreign goodwill. - Barbara Kingsolver n What continent is she referring to? n List one way the foreign thievery portion of the statement is true. n List one way the foreign goodwill portion of the statement is true. n Do you agree that the continent we are currently studying has experienced those two things most?

Colonialism in Africa Settlements of people spread throughout Africa

Colonialism n Muslim traders crossed the Sahara Desert as early as 1000 C. E. Traded salt for gold and slaves n Instill the Islamic faith around the Sahara and Sahel n n Europeans started moving into the region during the 1400 s

Reasons for Colonization n Spread God • Most people in Sub-Saharan Africa practiced animism • Worship in animals and environmental features Gain Gold • Lots of resources available, not just gold Get Glory • Surge of nationalism- nations wanted to prove they were the best!

Rise of the Slave Trade With Age of Exploration (1400 -1600), Europeans started looking for laborers to take to ‘New World’ with them n Different tribes would sell members of other tribes to the Europeans for very small prices n n Introduction of guns

Age of Imperialism European nations started fighting to gain as much territory as possible. n 1700 -early 1900 s n Reasons for Colonizing n Economy- resources n Military- bases for navy n Humanitarian- help under-developed culture; spread religion n Racial superiority to the indigenous people of Africa n

Learning Task n Use any extra time to finish readings and maps!

Fun Friday Imagine you are royalty in a big, powerful nation. If you were to colonize a part of Africa, what part would you choose? (regions- North, Western, Nilotic, etc…) n Why? n

Imperial Africa

Age of Imperialism European nations had a desire to not only colonize Africa, but also make it part of their global empires. n This means: n Replacing local government with their own n Controlling all land trade n Substituting their culture in place of local culture n

Age of Imperialism European Countries and their World Possessions n 1800 55% n 1878 67% n 1914 84% n

Pre-Imperial (1870) Africa Looked Like This

The Berlin Conference 1884 -85 n n n 15 European nations met to ‘partition Africa’ or divide Africa No indigenous people were present US there as an organizer/peacekeeper

Berlin Conference Activity 1. 2. 3. 4. 5. 6. 7. 8. Portugal Great Britain France Germany Spain Italy Holland Belgium

Berlin Conference Activity n n Get with your country group. Use the atlas to figure out what parts of Africa your country is interested in, based off the information card. Then based on the letter you got, organize with the other countries represented at the Berlin Conference. On the map provided, color your section of Africa, the entire continent must be covered. F Create a key telling which country is which color! You may not share an area with another country- your pride for your nation won’t allow that!

1914 Africa Looked Like This

Talk About It Tuesday How closely did our map resemble Africa after the Berlin Conference? n What enabled some countries to take more than others? n What happened to the people living in the colonized areas? n Why was Africa so heavily colonized? n

Life in Imperial Africa

Age of Imperialism European nations took complete control over nations in Sub-Saharan Africa n Change occurred in all facets of life n Government n Religion n Economy n Technology n n Some changes were positive, some not

Life in Africa under Imperial Control n Ethnic tension Between Europeans and indigenous tribes n Between tribes grouped together by borders n

Life in Africa under Imperial Control n New Technology Modes of transportation n Industries n Stronger cloth n Mines n Weapons n

Life in Africa under Imperial Control n Exploitation of Indigenous People ‘Cheap labor’ n Illegal sales of goods/people n

Life in Africa under Imperial Control n New Institutions Access to Westernized schools n Hospitals with vaccines and new medical procedures n Courts to determine laws/crimes n

Life in Africa under Imperial Control n Removal of Resources n Land drained of natural resources • • n Gold Diamonds Minerals Lumber Massive exports

Life in Africa under Imperial Control n Access to New Religious Beliefs Spread of Islam in the North n Spread of Christianity in Sub-Saharan n

Learning Task n You must do two of the following, one from the perspective of an Imperialist colonizer and one from an indigenous African who was imperialized. It should be obvious which side you are doing the assignment from. n Write a diary entry. Where are you from? What are your goals? How do you feel about these goals? n Draw a storyboard about how your life changed during the Imperial era. n Create an imaginary conversation between an imperialist and a native. n Write an acrostic poem about your life with the name of your country as your word.

Learning Task Use the DBQ documents to answer the provided questions. n Start thinking about whether the documents support imperialism being negative or positive. n n Consider making notes next to your document analysis as to whether they are more +/-

Where in the World Wednesday? What is this? Where? Which culture developed it? When found? Why?

Where in the World Wednesday? Big Hole Diamond Mine Kimberley, South Africa Dutch 1800 s To mine for diamonds

Learning Task Use the DBQ documents to answer the provided questions. n Start thinking about whether the documents support imperialism being negative or positive. n n Consider making notes next to your document analysis as to whether they are more +/-

“When the missionaries came to Africa they had the Bible and we had the land. They said ‘Let us pray. ’ We closed our eyes. When we opened them, we had the Bible and they had the land. ” -Bishop Desmond Tutu, 1984 Document 1 Document 2

Document 3 Document 4

Document 5 Document 6

Document 7 The White Man’s Burden By Rudyard Kipling Written in 1899 The silent, sullen peoples Take up the White Man's burden-Send forth the best ye breed-- Take up the White Man's burden-- Shall weigh your gods and you. No tawdry rule of kings, Go bind your sons to exile But toil of serf and sweeper-Take up the White Man's burden-To serve your captives' need; The tale of common things. Have done with childish days-To wait in heavy harness, The ports ye shall not enter, The lightly proferred laurel, On fluttered folk and wild-The roads ye shall not tread, The easy, ungrudged praise. Your new-caught, sullen peoples, Go mark them with your living, Comes now, to search your Half-devil and half-child. And mark them with your dead. manhood Through all the thankless years Take up the White Man's burden-- Cold, edged with dear-bought In patience to abide, And reap his old reward: To veil the threat of terror wisdom, The blame of those ye better, And check the show of pride; The judgment of your peers! The hate of those ye guard-By open speech and simple, The cry of hosts ye humour An hundred times made plain (Ah, slowly!) toward the light: -To seek another's profit, "Why brought he us from bondage, And work another's gain. Our loved Egyptian night? ” Take up the White Man's burden- The savage wars of peace-Take up the White Man's burden-Fill full the mouth of Famine Ye dare not stoop to less-And bid the sickness cease; Nor call too loud on Freedom And when your goal is nearest To cloke your weariness; The end for others sought, By all ye cry or whisper, Watch sloth and heathen Folly By all ye leave or do, Bring all your hopes to nought.

The White Man killed my father, My father was proud. The White Man seduced my mother, My mother was beautiful. The White Man burnt my brother beneath the noonday sun, My brother was strong. His hands red with black blood The White Man turned to me; And in the Conqueror’s voice said, "Boy! a chair, a napkin, a drink. An Anthology of West African Verse, David Diop, 1957 This German cartoon, published in the early 20 th century, is entitled "Thus colonize the English. " Document 8 Document 9

"Colonialism’s greatest misdeed was to have tried to strip us of our responsibility in conducting our own affairs and convince us that our civilization was nothing less than savagery, thus giving us complexes which led to our being branded as irresponsible and lacking in self-confidence. . . The colonial powers had assimilated each of their colonies into their own economy. Our continent possesses tremendous reserves of raw material and they, together with its potential sources of power, give it excellent conditions for industrialization. . . ” Sekou Toure, West African nationalist, 1962 Document 10

Thinking Thursday Read the first stanza of the poem ‘White Man’s Burden’ and answer these questions. (Doc 7) 1. Interpret which statement best expresses the Western perspective regarding Rudyard Kipling’s “White Man’s Burden”? A. Europeans should preserve traditional cultures in Africa and Asia B. Europeans must protect existing African and Asian economies C. Europeans suffered great hardships in exploring new trade routes to Asia D. Europeans had a duty to introduce the benefits of their civilization to non European peoples 2. This stanza from Kipling’s poem is most closely associated with the belief that it was the duty of Western colonial powers to: A. Learn from the people they conquered B. Teach their colonies how to produce manufactured goods C. Civilize the people they controlled D. Welcome less developed countries as equals

Decolonization When WWI and WWII started the Europeans had to focus more on their own nations, and less on their colonies. n Decolonization of Africa occurred during the mid- to late- 1900 s. n

Today’s Activity n n n Use the BBC’s The Story of Africa to research Independence Movements in Africa. Answer the questions provided. As you work, feel free to listen to the different audio clips provided (with headphones).

Fun Friday

Fun Friday n n Listen to ‘War’ by Bob Marley (with headphones). Answer these questions on your bell-ringer paper. n Write a line from the song that shows ideas of imperialism n What is the general message of this song? Then, use the computers to finish the Web-quest you were assigned yesterday. Turn it in to the silver bin when done. Any spare time? Work on unit questions.

Today’s Activity n n Use the BBC’s The Story of Africa to research Independence Movements in Africa. Answer the questions provided. As you work, feel free to listen to the different audio clips provided (with headphones). When you get done- unit questions/map time!

Wrap Up Positive or Negative? n Long Term Effects: n Many indigenous tribes ‘walked the walk’ without fully buying in n By mid 20 th Century Europeans became so focused on themselves that they ignored Africa n Independence Movements began in 1940 s -1980 s to separate from the ‘White Man’ n

Map Quiz Wednesday Get out a sheet of paper. n Title it ‘Sub-Saharan Africa Map Quiz’ n Number 1 -20 n Prepare desk for Map Quiz! n After Map Quiz- work on DBQ Packet! n

Imperialism in Africa Thesis: Documents: n Positive Conclusion: n Negative

Thinking Thursday You have five minutes to finish your DBQ analysis questions. n As you finish, determine how you would use each document to respond to this prompt: • Was European imperialism in Africa more positive or negative for the indigenous tribes of Sub-Saharan Africa? n

Imperialism in Africa • Create a T-chart in your notes. • As we go through the next few slides, determine if the particular effect of imperialism was positive or negative. • Place the information on the appropriate side: n Positive n Negative

Learning Task n n • • Divide into groups of 3 -4. With your group you will formulate a response to the prompt. Was European imperialism in Africa more positive or negative for the indigenous tribes of Sub-Saharan Africa? Together: n Develop a thesis statement Write this at the top of your chart n Determine if the document supports negative or positive Glue documents to the appropriate side of your chart. n Create a closing paragraph Write this at the bottom of your chart. Include: • Final decision + or – • Three statements as to why you chose + or -